Correa V I, Poulson C L, Salzberg C L
J Appl Behav Anal. 1984 Spring;17(1):57-69. doi: 10.1901/jaba.1984.17-57.
The effects of a graduated prompting treatment procedure were analyzed in three phases of an experiment on the training and generalization of reaching-grasp responding in 2- to 4-year-old blind, severely or profoundly retarded children. In Phase 1, we used a multiple-baseline across-subjects design to investigate the effectiveness of the treatment on midline reach-grasp responding. In Phase 2, we used a reversal design to investigate the effects of repeated implementations and withdrawals of the treatment. In both phases, generalization to right and left positions was measured. In Phase 3, in a multiple-baseline across-responses design, the treatment was implemented in right and left positions. Also in Phase 3, shift of stimulus control from toy-sound to verbal instructions was measured. The results showed that the graduated prompting procedure was effective in training reach-grasp responding in all three children; for one child, the effects were durable over repeated applications of the treatment procedure, but were not maintained during withdrawals; for another child, the treatment procedure was effective in teaching reach-grasp responding in all three positions; and for the same child, training of reach-grasp responding generalized to toys presented without sound, given only the verbal instruction.
在一项针对2至4岁失明、重度或极重度智力发育迟缓儿童抓握反应训练及泛化的实验中，分三个阶段分析了渐进提示治疗程序的效果。在第一阶段，我们采用被试间多基线设计，研究该治疗对中线抓握反应的有效性。在第二阶段，我们采用反转设计，研究治疗的重复实施和撤销的效果。在两个阶段中，均测量了对左右位置的泛化情况。在第三阶段，采用反应间多基线设计，在左右位置实施治疗。同样在第三阶段，测量了刺激控制从玩具声音到言语指令的转移。结果表明，渐进提示程序对所有三名儿童的抓握反应训练均有效；对一名儿童而言，治疗程序的重复应用效果持久，但在撤销治疗期间未保持；对另一名儿童而言，治疗程序对所有三个位置的抓握反应教学均有效；对该名儿童同样有效，仅给予言语指令时，抓握反应训练可泛化到无声呈现的玩具上。
